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Latimer Tuition

One-to-one History tuition

Find qualified History tutors

Choose a History tutor whose teaching background fits the learner’s course and difficulties, from making sense of sources to building a convincing essay. Compare profiles or request a free tutor match.

Find my History tutorCheck teaching qualifications
  • One-to-one tuition
  • Pay as you go
  • Direct tutor contact
Start with the help the learner needs, then check the tutor’s qualifications, History knowledge and experience of the relevant course. A teaching credential is one part of the choice; the explanation, feedback and lesson plan need to suit the learner too.

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Qualified History Tutors tuition enquiry

Tell us what you know, skip anything you’re unsure about, and add a short description if you skip both subject and level.

  1. Tutoring brief
  2. Contact details

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Tutoring brief

What level is the tuition for?

Choose a level

Choose a suggestion or type your own answer. You can skip this if you’re unsure.

This form works best for one learner at one level and up to six subjects. If your circumstances are more complicated, email us at Contact@LatimerTuition.com so you can explain everything properly.

How one-to-one tuition can help

  • Use a source’s content and purpose to explain what it can tell a historian
  • Turn knowledge of events into a reasoned answer to the question
  • Build confidence through manageable reading, discussion and writing tasks

Available tutors

Compare qualified History tutors

3 tutor profiles selected

Read each tutor’s teaching background and History experience. Check the course, topics and type of work you want help with before arranging lessons.

Portrait of Celine Henry

Celine Henry

★ 5.0

Qualified Geography and Humanities Teacher

London

£30.00 per hourDBS checkediAccepting enquiriesQualified teacherHigh performing tutor
GeographyGovernment and PoliticsHistoryPolitics+1 more
  • Celine holds Qualified Teacher Status (QTS).
  • Currently working on a PhD in History, and teaching a Modern History module at the University of Birmingham.
  • Holds Bachelor of Arts in Politics History from the University of Hull.
  • Holds a Master of Science in International Development from the University of Edinburgh.
  • Regularly teaches History, Politics, and Geography to KS2, KS3, GCSE and A-Level cohorts.
  • Celine is an experienced examiner and moderator for GCSE and A-Level examination boards.

Celine is a qualified history teacher and A-Level History tutor, currently undertaking doctoral research at the University of Birmingham, with experience teaching and tutoring across school and undergraduate levels.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Celine.

View Celine’s profile
Portrait of Lois Wright

Lois Wright

Qualified Geography and History Teacher

Devizes, United Kingdom

£30.00 per hourDBS checkediAccepting enquiriesQualified teacher
GeographyHistory
  • Lois has multiple years' of experience teaching KS2/3 to GCSE cohorts in UK state schools across a variety of Humanities subjects.
  • Three years of privately tutoring Geography.
  • Holds a PGCE (Postgraduate Certificate in Education) in Secondary Geography (with Post-16 Enhancement) from Bath Spa University.
  • Holds a 2:1 in BA Geography from Swansea University.
  • Lois was awarded a scholarship from the Royal Geographical Society during her PGCE.
  • Holds A-Levels in Business Studies, Geography, and Psychology.
  • Holds 13 GCSEs (A-C).

Lois is a qualified geography tutor and history tutor with a PGCE in Secondary Geography; she teaches KS2-3 and GCSE, with 3 years’ private tutoring and EAL support. Lesson reports included; homework available.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Lois.

View Lois’s profile
Portrait of Silvia Vescu

Silvia Vescu

Qualified Humanities & Business Teacher

Montrose, United Kingdom

£45.00 per hourDBS checkediAccepting enquiriesQualified teacher
Business StudiesCitizenshipEconomicsEnglish Language+13 more
  • Holds a PGCE from University College London.
  • Holds an LLB (Hons) in Law, 2:1, from King's College London, and is a qualified lawyer.
  • Currently teaches A-Level and GCSE Economics and Business, alongside Sociology, Politics, Law, English Language and English Literature.
  • Has delivered hundreds of one-to-one online lessons and uses a Socratic approach, tailored to each exam board and specification.

Silvia Vescu is an economics tutor and law tutor for GCSE/A-Level, PGCE-trained at UCL with an LLB from King’s. She offers online tutoring with Socratic, exam-board tailored 1:1 lessons plus session reports.

Send a quick enquiry from here and the Latimer Tuition team will pass it on to Silvia.

View Silvia’s profile
View qualified History tutorsStart my tutor search

What to check in a qualified History tutor

Ask which teaching qualification or professional status the tutor holds, where it was awarded and how their History teaching relates to your learner’s needs. Separate the evidence of teacher training from subject study and experience with a particular assessment.

In England, qualified teacher status (QTS) and a postgraduate certificate in education (PGCE) are different: a PGCE can be awarded with or without QTS. If QTS matters to your choice, check it explicitly. Do not assume that one qualification label describes teacher status throughout the UK. For English QTS, ask the tutor to show their status certificate; teachers can access their own qualifications through the Department for Education service.

Teaching qualification or status
Ask for the exact qualification or status and awarding body. Discuss how the tutor would identify a misunderstanding and adapt an explanation for this learner.
History subject knowledge
Check the periods, themes and depth of study that matter: knowing a modern History option does not establish familiarity with an ancient History course.
Relevant teaching experience
Name the learner’s level, exam board and chosen topics. Ask about experience teaching that course and giving feedback on its question types.
Examiner experience
If a tutor mentions marking or examining, check the board, qualification, component and when the work took place. Treat this as a separate claim from teacher qualification.

Next step

Match the tutor to the History being studied

Send the course title and a topic list when you enquire. For an exam course, include the board, qualification code and chosen options if you know them. These examples describe England’s KS3, AQA GCSE and A-level History, and Scotland’s National 5. For another course, share its specification so the tutor can check the requirements.

  • KS3: chronology and explanation

    At KS3 in England, a learner may need to put events in order, explain a cause and use evidence to support an account. A useful task is to turn a timeline into an explanation of why one event affected another.

  • AQA GCSE: knowledge, sources and interpretations

    AQA GCSE History 8145 assesses knowledge, explanation, source analysis and interpretations. Support should connect these tasks to the chosen topics. Identify whether the difficulty is recalling an event, using a source or explaining why accounts differ.

  • AQA A-level: sustained historical argument

    AQA A-level History 7042 combines a breadth study with interpretations, a depth study using contemporary sources and an independent historical investigation. Look for teaching that helps the learner select evidence, weigh another explanation and justify a judgement across an essay.

  • National 5: choose the right kind of response

    Scotland’s National 5 History distinguishes explaining reasons, comparing sources, evaluating usefulness and considering how fully a source describes an issue. Establish which task the learner is answering: identifying a similarity between two sources does not explain why either source is useful.

GCSE History tuitionA-level History tuitionKS3 History learning guide

A teaching example: does a biased source become useless?

AQA GCSE History’s source-usefulness guidance asks learners to use content, origin and purpose, alongside historical knowledge. Here is a short invented practice example of that reasoning, not a real historical quotation or an exam model answer.

Imagine a fictional British recruitment committee’s poster set in 1914 saying: “Your country needs volunteers. Join today.” The question is: What can this source tell a historian about efforts to encourage enlistment?

A learner writes: “It is biased, so it is useless.” That identifies persuasion but stops before answering the question. A tutor could separate two issues: what the poster is trying to make people do, and what evidence it gives us. Its appeal to duty helps explain the message used to recruit. It does not establish how readers responded.

A stronger response would be: “The poster encourages enlistment by appealing to duty to the country. It is useful evidence of the message recruiters wanted people to hear. Because it aims to persuade, it cannot show how widely that appeal was accepted. Letters or diaries could help us investigate people’s reactions.”

For a follow-up, imagine one diary entry saying: “I saw the poster, but my family needs my wages.” This adds one person’s reason for hesitating; it does not prove that everyone felt the same. Ask the learner to explain what each source contributes and what remains uncertain. The sign of improvement is an answer that uses the source to address the question and recognises the limits of the conclusion.

Use the first conversations to agree useful work

Latimer offers a free introductory meeting to discuss goals, approach and arrangements. It is not normally a full teaching lesson. Bring one recent piece of practice work or describe a recurring difficulty so the conversation can lead to a specific plan.

  1. Explain the starting point

    Share the course, current topics and any teacher feedback. Say whether the learner gets stuck on reading a source, recalling knowledge, choosing evidence, writing a paragraph or finishing in time.

  2. Agree a manageable starting task

    For a learner overwhelmed by a long extract, suggest a shorter passage, explanations of unfamiliar words and an oral answer before writing. Discuss the learner’s preferences and any support that already helps at school.

  3. Choose practice the learner can do independently

    Agree one task between lessons, such as revising a practice paragraph so each example explains a point. Set lesson frequency around the deadline, budget and time the learner can realistically give to practice.

  4. Review a fresh piece of work

    Compare an initial answer with a new practice response on a related topic. Can the learner select relevant evidence and explain its value without the tutor supplying the reasoning? Use that work to decide the next priority.

Plan the cost and online lesson setup

Tutors set their own rates, and Latimer’s standard billing is pay as you go. Check the current profile price and agree lesson length, frequency and any arrangements for work between sessions. Estimate the commitment from the agreed price per lesson and number of lessons before your next review; a qualification alone does not tell you whether the arrangement offers the help you need.

Latimer’s service is primarily online and one to one. Microsoft Teams is the default lesson platform, although you and the tutor can agree another. Before a History lesson, have the question, source extract and your own answer ready to view together. Keep the task wording with the extract so the discussion stays focused on what the learner must explain.

Next step

Tell us what you need from a History tutor

Request a free tutor match with the learner’s course, History topics, main difficulty, budget and preferred times. If a particular teaching qualification is important to you, name it and explain why. This gives the matching request a clear starting point.

Find my History tutor

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

What if I do not know the exam board or History options?

Start with the course name and the topics the learner remembers. A school course outline, the front of a practice paper or a message to the History teacher can help identify the board and options. You can still enquire while gathering those details; provide them before agreeing exam-specific work.

Can a tutor help with A-level History coursework?

Check the school’s rules before sharing an assessed draft. AQA A-level History’s guidance says submitted work must be the student’s own and prohibits suggestions for improving drafts. General source-evaluation and argument practice on separate material is different from revising the assessed investigation. Agree permitted support with the school or college and follow its instructions for recording outside help.

Can I request a tutor for adult learning or degree-level History?

You can describe an adult-learning or degree-level goal in your request. Include the period, topic and kind of help you want, such as discussing interpretations or developing an academic argument. Check the individual tutor’s relevant study and teaching experience before booking. For assessed university work, ask the institution what outside help is permitted.

Can History lessons take place in person?

An in-person lesson needs an individual arrangement with the tutor. Discuss location, travel and a suitable place to meet before booking; Latimer’s standard service is online.

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